Aspects of motivation that influence the choosing of the nursing course in new male and female students of the National University of Córdoba - August to October 2019

Abstract

ABSTRACT
Introduction: The choosing of a university course of studies involves multiple difficulties such as academic and personal ones and interferes with the students’ health and well-being due to emotional, cultural and developmental characteristics. At present time, the Nursing Licentiate Course at the National University of Córdoba has been in great demand and, thus, the number of students at the introductory course has increased, signaling the introduction of the image of the male student to the course. This fact has generated the restructuring of nursing thought for professionals, educators, patients and for the interdisciplinary team. Objective: To determine the aspects of motivation that influence the choosing of the Nursing Course of new students
of the National University of Córdoba in the year 2019. Material and Methods: The study was descriptive, comparative and cross-sectional. The population was composed of the new students of the 2019 course, (n=364). Instrument: Self-administered questionnaire. Results: 32 % of the students are between 21 and 40 years of age. The prevalent gender is the female one with 71 %. Intrinsic dimensions: The need for well-being is mostly chosen by 100 %. Obtaining a university degree displayed 67% in men and 80% in women. Self-efficacy and self-esteem displayed 100 %; regarding the personal and family experiences, women showed 79 %, while men displayed 75 %. The extrinsic dimensions: the need for self-improvement and recognition of the student image displays 76% in women and 33% in men. The work incentive shows 100%. The economic incentive displays 58 % for men and 48 % for women. Discussion and Conclusion: After comparing the intrinsic and extrinsic aspects of motivation in men and women, it was observed that most of the students feel identified with various subdimensions and indicators since they are active participants in the learning process. Marshall Reeve (2010) claims that the incentives always precede behavior and, in doing so, they create in the person an expectation that attractive or unattractive consequences are forthcoming.